ine of Nature throughout--may, by a skilful ministration,
make the mind as self-developing in its later stages as it is in its
earlier ones; and that only by doing this can we produce the highest
power and activity.

7. As a final test by which to judge any plan of culture, should come
the question,--Does it create a pleasurable excitement in the pupils?
When in doubt whether a particular mode or arrangement is or is not more
in harmony with the foregoing principles than some other, we may safely
abide by this criterion. Even when, as considered theoretically, the
proposed course seems the best, yet if it produces no interest, or less
interest than some other course, we should relinquish it; for a child's
intellectual instincts are more trustworthy than our reasonings. In
respect to the knowing-faculties, we may confidently trust in the
general law, that under normal conditions, healthful action is
pleasurable, while action which gives pain is not healthful. Though at
present very incompletely conformed to by the emotional nature, yet by
the intellectual nature, or at least by those parts of it which the
child exhibits, this law is almost wholly conformed to. The repugnances
to this and that study which vex the ordinary teacher, are not innate,
but result from his unwise system. Fellenberg says, "Experience has
taught me that _indolence_ in young persons is so directly opposite to
their natural disposition to activity, that unless it is the consequence
of bad education, it is almost invariably connected with some
constitutional defect." And the spontaneous activity to which children
are thus prone, is simply the pursuit of those pleasures which the
healthful exercise of the faculties gives. It is true that some of the
higher mental powers, as yet but little developed in the race, and
congenitally possessed in any considerable degree only by the most
advanced, are indisposed to the amount of exertion required of them. But
these, in virtue of their very complexity, will, in a normal course of
culture, come last into exercise; and will therefore have no demands
made on them until the pupil has arrived at an age when ulterior motives
can be brought into play, and an indirect pleasure made to
counterbalance a direct displeasure. With all faculties lower than
these, however, the immediate gratification consequent on activity, is
the normal stimulus; and under good management the only needful
stimulus. When we have to fall bac